The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.

1. Review of last lesson
 Reaction time is………………….
 Response time is………………….
 Movement time is………………..
 Relationship between the above 3 is…….
 Hick’s Law is………………
 Simple reaction time is…………….
 Choice reaction time is………….
 PRP is………………………………..

2. Exam Question
In sprint swimming races, swimmers need a quick and efficient start.
Figure 1 shows a swimmer performing a racing start.
Figure 1 Position A Position B
Figure 2 shows the various stages that occur before, during and at the
end of the racing start.
(i) Explain the terms movement time and response time, giving examples of
each in relation to the performance of the racing start. (4 marks)
(ii) What can the swimmer do to improve their response time?(3marks)
(iii) Is the racing start an example of simple reaction time or choice reaction
time? Justify your answer. (2 marks)
Warning
Signal
Gun/Go
signal
Initiation of
response
Termination
of response

3. The Learning
Process

4. Learning Objectives
 Explain why 4 Learning curve shapes
occur and state 4 strategies to ensure
learning continues
 Name and explain Social Learning
theorists’ theory on how we learn
 State the three stages of learning and
illustrate these with sporting examples
 Give examples of how feedback and
guidance changes at the different stages

5. Question………
 Define skill and ability
 State the link between them
 Define Learning and performance
 State the link between them

6. Learning
 Is the more or permanent change in
behaviour that is reflected in a change of
performance (Knapp)

7. Performance
 Is a demonstration of the solving of a
problem or task at a given moment in
time i.e. it is a temporary phenomenon.

8. So……………..
 What is the link between learning and
performance?
 As it takes place we usually see gradual
improvement in performance

9. Learning
Curves
Why do these different
shapes occur?

10. Exam questions…..

11. Answer…………..

12. Answer……

13. Social
Observation
Learning Theory
Observation Learning and
demonstration
Modelling! – Good or bad

14. Status of the
demonstrato
r
Perceived
importance
of the task
Observation of
Demonstration
Attention
Retention
Motor Reproduction
Motivation
Actual modelled
performance is
produced
Observational Cues
Bandura’s model

15. Reinforcers
 Reinforcers strengthen the S-R bond and increase the probability of the
response occurring again, ensuring that correct action are repeated
therefore future behaviour is shaped
 Positive reinforcement given for a correct response to ensure that action is
repeated e.g. praise, reward
 Positive-giving a stimulus to strengthen the S-R bond e.g. success, praise,
rewards
 Negative reinforcements are:
 a positive stimulus that is withdrawn when the performance is not good
 or
 a negative stimulus that is withdrawn when the correct performance is shown
 In other words:
 Eg: Coach does not give praise when performance is not good enough
 or
 A coach who is constantly shouting at the team does not shout if things are going
well

16. Stages of Learning (Fitts &
Posner)
1. Cognitive Stage (Beginner)
2. Associative Stage (Reasonably
Proficient)
3. Autonomous Stage (Expert)

17. Exam question……
 (b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]

18. Guidance
 Information given to the learner/performer to
help limit mistakes, ensuring correct
movement patterns occur
Depends on:
 Learner, stage of learning (beginner or expert,
cognitive or autonomous phase of learning),
past experience, motivation, ability
 Nature of the Skill or Task
 Situation or Environment

19. Feedback v guidance
Feedback is what
the performer did.
Guidance is how
the performer can
improve.

20. Three main TYPES OF
GUIDANCE
 Visual, Verbal,
Physical
 A combination of all
3 usually works best

21. Guidance

22. Visual Guidance
 Used at all phases of learning but especially
with beginners in the cognitive phase
 To see simply and quickly what is expected,
making a framework/model, (link to social
learning/role models)
 To "see" skills/concepts/tactics more clearly,
finer points, cues, selective attention
 Teacher can modify the display, bigger goals,
balls and bats, coloured balls, cones,
static/less/more opposition etc.

23. Verbal Guidance
 Often used with visual to explain what is being shown
 General – talk through tactics to give general picture
 Specific - skills
 Verbal labelling - link of visual image to verbal cues
 (Swimming – Pull- Kick - Push in breast stroke)
 Verbal instructions should be clear, precise, short, appropriate to
performers ability/experience, alter volume and pitch of the voice
 Avoid overloading by giving only 1 or 2 points at a time
 Reduce guidance over time so that learners get used to thinking for
themselves and don't become over reliant on the coach/teacher

24. Physical Guidance
 Useful for kinaesthesis – learning and knowing what it feels like to perform set routines
and put the body through set positions – The Feel of an action.,
 Manual - hands on e.g. coach moves your arms into the correct position for serving
in tennis
 Mechanical - machinery e.g. ropes, floats, harness golf practice machines
This can be used to Reduce errors by:
 physically moving - forced response
 restricting/supporting - physical restriction
 Particularly useful for safety and avoiding tiredness
 Safety e.g. support from trampoline coach, rock climbing-ropes, swimming-floats
and armbands, vault-helped over by coach, weight training machines
 Tiredness e.g. pommel horse-rope and bucket in order to "feel" body in the correct
position
 Remove over time so that the performer can work on their own. If overused the
performer can become too reliant on the mechanical assistance or lose motivation
if they are a passive learner.

25. Levelled Question
 1-2 marks the candidate has an understanding of the stages of
learning and provide appropriate forms of guidance for at least
two of the stages. There are few examples of guidance
appropriate to the stage of learning.
 3-4 marks the candidate has a good understanding of the
characteristics within the stages of learning. Good knowledge and
understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. There is good use of
examples of guidance appropriate to the stage of learning.
 5-6 marks the candidate has a very good understanding of the
characteristics within the stages of learning. Very good knowledge
and understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. The candidate always
reinforces the guidance used by providing appropriate examples.

26. Exam question……
 (b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]

27. The mark scheme…..
 Characteristics of a performer in the cognitive stage of learning
 Not always understanding new information
 Difficulty in processing large amount of information
 Difficulty deciding what to pay attention to
 Errors are made which performer is unable to correct
 Cognitive phase, guidance is characterised by
 Manual in nature to get performer used to the kinaesthesia of the
movement
 Verbal repetition in terms of reinforcing on key points
 Verbal identification of key cues
 Constant visual demonstration of tasks essential
 Modelling of good practice key to performers understanding
 Coach may be more motivational/pep talks/verbal persuasion
 Removal of critical comments/shouting from coach/equiv e.g.
 Punishment is not applicable because it weakens response

28. Part 2…… Associative stage of learning of learning characteristics will have many
aspects that have progressed/developed form the cognitive phase but are
not developed enough to be classified as autonomous. The type of guidance
provided by a teacher or coach will reflect this.
 Characteristics of a performer in the autonomous stage of learning
 Performs complex skills with ease/correct technique/confidence
 Has plenty of time/efficient/consistent
 Can pick up early signals/use of selective attention – good reaction time
 Can concentrate on other aspects other that technique i.e. tactics
 Can detect and correct errors
 Few errors in performance
 Use of intrinsic feedback
 Autonomous phase guidance characterised by
 Verbal guidance concentrates on style and form and finer points
 Subtle technical cues are often given
 Visual guidance through video analysis
 Visual guidance through biomechanical analysis
 Far more emphasis on tactics